Conceptualising manifestations and shapers of doctoral student agency: A subject-centered approach

Sun, Xiujuan; Cheng, Michelle

doi:10.1080/0309877x.2021.2020222

Cited by 4 publications

(2 citation statements)

References 42 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Secondly, the findings are broadly aligned with those of previous studies which have shown that teacher agency is the outcome of the inextricable and complex interplay between individual and sociocultural resources and constraints ( Vähäsantanen, 2015 ; Lai et al, 2016 ; Tao and Gao, 2017 , 2021 ; Wang et al, 2021 ; Sun and Cheng, 2022 ). Structural and cultural factors conditioned the extent to which the teacher was able to translate intentionality into practice ( Hökkä et al, 2012 ; Priestley et al, 2015 ).…”

Section: Discussionsupporting

confidence: 86%

Perspectives of transformative learning and professional agency: A native Chinese language teacher’s story of teacher identity transformation in Australia

Yang

Han

2022

Front. Psychol.

View full text Add to dashboard Cite

The notion of teacher identity has gained momentum in second language (L2) teacher education in the past decade. However, the research into Chinese as a Foreign Language (CFL) teacher identity has yet to receive more attention. The study employed a narrative inquiry to explore a native Chinese CFL in-service teacher’s identity negotiation and transformation within an international teacher education program. Self-reported narrative accounts, including multiple in-depth interviews and once-a-term reflective journals, were complemented by field notes and program documents. This data captured how the participant teacher negotiated internally with self and externally with the new environment to pursue professional growth. Mezirow’s transformative learning theory was used to reveal the cognitive trajectory of the participant’s teacher identity transformation with critical reflection as the central stage. Further, guided by Eteläpelto et al.’s framework of professional agency, the study also unraveled multiple external and internal influences on the transformational trajectory. The findings confirmed the value of integrating these two theoretical perspectives to explore language teacher identity development and offer insights into L2 teacher education practices focusing on teacher identity development.

show abstract

Section: Discussionsupporting

confidence: 86%

Perspectives of transformative learning and professional agency: A native Chinese language teacher’s story of teacher identity transformation in Australia

Yang

Han

2022

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Secondly, the findings are broadly aligned with those of previous studies which have shown that teacher agency is the outcome of the inextricable and complex interplay between individual and sociocultural resources and constraints Gao, 2017, 2021;Sun and Cheng, 2022). Structural and cultural factors conditioned the extent to which the teacher was able to translate intentionality into practice (Hökkä et al, 2012;.…”

Section: Discussionsupporting

confidence: 84%

Teaching and Learning Chinese as a Foreign or Second Language: The Educational Psychology Perspective

2024

Frontiers Research Topics

View full text Add to dashboard Cite

Frontiers is more than just an open access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers journal seriesThe Frontiers journal series is a multi-tier and interdisciplinary set of openaccess, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers journal series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to qualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation. What are Frontiers Research Topics?Frontiers Research Topics are very popular trademarks of the Frontiers journals series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area.

show abstract

Learning how to develop a research question throughout the PhD process: training challenges, objectives, and scaffolds drawn from doctoral programs for students and their supervisors

Girard,

Cardona,

Fiorelli

2024

High Educ

View full text Add to dashboard Cite

With the higher education reform putting forward the professionalization of doctoral students, doctoral education has been strongly focused on generic transferable skills to ensure employability. However, doctoral training should not forget core skills of research and especially the ability to formulate research questions, which are the key to original research and difficult to develop at the same time. Learning how to develop a research question is traditionally seen as a one-to-one learning process and an informal daily transmission between a novice and a senior researcher. The objective of this paper is to offer a framework to design doctoral programs aimed at supporting the process of development of research questions for doctoral candidates guided by their supervisors. We base our proposal on two doctoral training programs designed with a pedagogical strategy based on dialogs with peers, whether they be students, supervisors, or trainers from a diversity of scientific backgrounds. The resulting framework combines three learning challenges faced by doctoral students and their supervisors when developing their research question, as well as training objectives corresponding to what they should learn and that are illustrated by the scaffolds we have used in our training programs. Finally, we discuss the conditions and originality of our pedagogical strategy based on the acquisition of argumentation skills, taking both the subjective dimensions of PhD work and the added value of interactions with a diversity and heterogeneity of peers into account.

show abstract

Conceptualising manifestations and shapers of doctoral student agency: A subject-centered approach

Cited by 4 publications

References 42 publications

Perspectives of transformative learning and professional agency: A native Chinese language teacher’s story of teacher identity transformation in Australia

Perspectives of transformative learning and professional agency: A native Chinese language teacher’s story of teacher identity transformation in Australia

Teaching and Learning Chinese as a Foreign or Second Language: The Educational Psychology Perspective

Learning how to develop a research question throughout the PhD process: training challenges, objectives, and scaffolds drawn from doctoral programs for students and their supervisors

Contact Info

Product

Resources

About